Like: the Discourse Particle and Semantics

Transcription

1 0 Like: the Discourse Particle and Semantics This is an earlier version of the manuscript published under this title in Journal of Semantics 19.1 (2002), Muffy E. A. Siegel Temple University

2 1 Abstract Using data from interviews with high school students, I first adduce evidence that lends support to Schourup s (1991) claim that the U.S. English adolescent hedge like is a discourse particle signaling a possible slight mismatch between words and meaning. Such a particle would generally be included in a grammar in a post-compositional pragmatic component, but, surprisingly, like also affects basic semantic attributes. These include both truth-conditions and the weak/strong distinction - though only in existential there and sluicing sentences. I argue that the differential behavior of like in various constructions selecting weak NP s stems from the restricted free variable it introduces, a variable which only there and sluicing require. This variable is available for binding, quantifier interpretation and other syntactic-semantic processes, yet is pragmatically conditioned. Indeed, I show that, due to its formal properties, like can be interpreted only during the assignment of model-theoretic denotation to expressions, along the lines of Lasersohn s (1999) pragmatic haloes. These results support the idea that weak/strong is not a unitary distinction and suggest that the various components of grammars must be organized to allow information from pragmatic/discourse elements to affect basic compositional semantics.

3 2 1. INTRODUCTION Linguists have argued about the components of grammar and their interactions since the beginning of modern linguistics. Current areas of controversy include the question of how to include discourse-related information in a rigorous semantic theory. The major proposed solution is DRT (Discourse Representation Theory), which provides a level of Discourse Representation, either as input to formal semantic interpretation in the style of Kamp and Reyle (1993) or Heim (1982) or operating in tandem with it, as in dynamic semantics (Groendijk and Stokhoff 1991; Chierchia 1992; Muskens 1996). It has been hard to gauge the importance of such a level because a great deal of the original evidence for DR and dynamic semantics comes from extended discourse anaphora, specifically donkey sentences and the like, and E-type pronouns (Evans 1980) often provide an alternate account of these phenomena that doesn t necessarily require DR s or dynamic binding. However, more recently accounts of other phenomena whose analyses require the incorporation into the semantics of discourse-related information, but are not susceptible to an E-type pronoun analysis, have begun to accumulate: focus (Rooth 1992; Romero 1998), pseudoclefts (Heycock and Kroch 1999), connectives and ellipsis (Romero 1999; Hardt 2000 ), and even pragmatic haloes that figure in semantic interpretation (Lasersohn 1999). In this article, I present another such phenomenon: A widespread but peculiarly contemporary use of the word like in the United States has nothing to do with extended anaphora, is unarguably discourse related, and interacts crucially with semantic interpretation. In particular, it allows NP s with strong determiners to appear in some Definiteness Effect (DE) contexts that require weak ones 1, namely sluicing and existential there sentences, by providing a variable

4 3 which will be available for binding. Moreover, like can actually change the truth conditions of many sentences in which it appears. Yet even DRT and dynamic semantics do not provide an adequate analysis of like s behavior. I will claim, therefore, that like adds to the evidence that there is something wrong with how we view the interactions of the components of grammar. The kind of like I will be treating can be described as a sort of a hedge 2 favored by adolescent girls in the U.S., as in (1), which was produced spontaneously by my daughter at thirteen. (Throughout this paper, examples which I have actually observed in spontaneous speech are marked observed. Although I have learned the like dialect quite well from my children and students, I have checked the judgements throughout with my young informants listed in the Acknowledgments section.) (1) She isn t, like, really crazy or anything, but her and her, like, five buddies did, like, paint their hair a really fake-looking, like, purple color. (observed) I am not including as part of this construction another contemporary nonstandard use of like which can be paraphrased as say, 3 as in (2), or the much older (and perhaps fictional, according to Schourup (1991)) beatnik use that would allow (3). (2) She was like Get out of here. (3) Like, wow, man. Rather, the construction I have in mind is solely the one illustrated in (1). It is sometimes

5 4 identified as a feature of Val-Talk (Demers and Farmer 1986) and was apparently first noticed by linguists such as Demers and Farmer (1986, p. 183) and Underhill (1988) among certain young female California speakers years ago. Schourup (1991, p.183) points out that, while the hedge like itself is relatively new in English, there have been similar usages attested for centuries and that other languages also use a word meaning like as a similar sort of discourse particle. Nevertheless, this sort of like is still considered non-standard. Some scholars who investigated it when it had just appeared in California expected it to disappear again rather quickly. Underhill, for instance, describes it as becoming archaic in California in Contrary to such predictions, like has persisted and spread in California and all over the country, and many columns in the mainstream press regularly decry its use (Lewis and Stanton 1996; Johnson 1998; Mehren 1999; Levey 1999). Yet the Valley Girl like remains widespread and very robust. During a recent oral survey of honors high school students in a suburban Philadelphia high school, 14 of the 23 respondents (plus the teenaged interviewer) used the hedge like at least once, and many a good deal more than once (see Figure 1), even in a tape recorded interview, a format in which it has been found by Broen and Siegel (1972) that speakers use fewer discourse particles than they would ordinarily. In the following sections, I will show that like qualifies as a true discourse particle, yet has serious semantic effects, and evaluate the significance of these facts about like s behavior. In Section 2, I will consider previous treatments of like and investigate in more detail like s behavior as a discourse particle. In Section 3, I will explore the significance of like s effects on NP s with strong determiners and on truth conditions. Section 4 will provide an analysis of the semantics of like, and Section 5 will be a summary and a discussion of implications for theories

6 5 of grammar. 2. LIKE AS A DISCOURSE PARTICLE Like clearly isn t a member of the discourse-related category most widely treated in formal grammar - the discourse connectives. Discourse connectives belong to recognized parts of speech and express relationships among sentences in a discourse, like conjunctions and adverbials such as but, although, before, because, however, moreover. (See, for instance, Schiffrin (1987), Redeker (1990), Reiber (1997), Grice (1989), Bach (1994)). Rather, like falls in with words like um, oh, and well, which started out being called fillers in MacClay and Osgood (1959) and then, as their meaning and role in the sentence was gradually recognized, came to be classified as interjections (James 1972), then as subclass of discourse markers dealing with information from participants (Schiffrin 1987), and more recently as evincive discourse particles (Schourup 1991) and cue words (Hirschberg and Litman 1993). In the works cited here and in others, two facts about these discourse particles become clear: First, they have no apparent grammatical relation to the sentences in which they appear, and, second, contrary to prescriptivists accusations, they do have a meaning, in that they seem to convey something about the speaker s relation to what is asserted in the sentence. This role of conveying something about the speaker s relation to the content of the sentence is shared not just by interjections such as oh, ah, um, well, and y know, but also by some adverbial expressions like frankly, obviously, so to speak, as it were, loosely speaking (Kay 1979, cited in G. Lakoff 1987) and even, perhaps, some of the discourse connectives. (Grice 1989; Reiber 1997) This semantic/pragmatic role has variously been described as higher order speech acts (Grice 1989), mediators between mentality

7 6 and the real world (R. Lakoff 1974), part of a participation framework (Schiffrin 1987), tacit performatives (Reiber 1997) or evincive (Schourup 1991). Like shares both qualities of discourse particles; it has no defined grammatical role and seems to convey something about the speaker s relation to what is asserted in the sentence. First, as (1) and (4) below indicate (and as Underhill (1988) and Schourup (1991) show more systematically) like can, like other discourse particles, appear - surrounded by pauses - pretty much before any constituent and have scope over that constituent, indicating the lack of a fixed grammatical role. (4) They re, like, representatives of their whole, like, clan, but they don t take it, like, really seriously, especially, like, during planting season. Second, although speakers may balk at first at defining like, my own casual research and Schourup s much more formal study show that speakers of a dialect that uses the like in question can define it if they concentrate on the task. The definitions they come up with are consistent with expressing something about the speaker s relation to what is being asserted in the sentence. (5) (9) include some examples of students generalizations about the meaning of like: (5) What I m about to say is the best way I can come up with to word what I want to say, but I m not really sure it s exactly right. (my older daughter, then 14) (6) (Schourup s (111)) Speaker is unsure of how to say what he means.

8 7 (7) (Schourup s (112)) hesitant to say what you know (8) (Schourup s (113)) gives the speaker room for qualification (9) (Schourup s (114)) expects the listener to fill in Based on his data, Schourup comes up with a formulation of like s meaning that attempts to subsume all the intuitions in (5) - (9) and account for observed uses of like: (10) Schourup s definition (p. 42): like is used to express a possible unspecified minor nonequivalence of what is said and what is meant. I will be adopting this definition and attempting to formalize it in Section 3. We will see then that although like is certainly a discourse particle and its definition allows it to convey the speaker s non-committal attitude toward what she is saying, in fact this definition just as certainly confers upon like the ability to alter important semantic aspects of sentences in which it appears Previous Analyses of Like Aside from Schourup (1985), the only previous detailed published treatment of like that I

9 8 know of is Underhill (1988). Underhill analyzes like, not as a discourse particle like oh, ah, um, and well, but as a marker of new information and focus (p.234). There are, however, several problems with this analysis. First, since Underhill himself recognizes that numerical expressions with like are not always focused, he analyzes the use of like with numbers as an entirely separate use from the hedge like. His claim is that with numbers like is not a focus marker because it merely means approximately or about ; it s not discourse-related at all. However, like is not exactly a synonym for approximately or about even with numbers (Schourup 1991, p. 39 ff.); it clearly has different discourse properties, since utterances with about and with like have different permissible responses, as in (11) and (12): (11) He has about six sisters. a.?yes, he has exactly six. b. Yes, he has about six. c. No, he has exactly six. d. #No, he has about six. (12) He has, like, six sisters. a. Yes, he has exactly six. b. Yes, he has about six. c.?#no, he has exactly six. (Good only as a sort of prescriptive correction; speaker shouldn t have used the word like.) d.#no, he has about six.

10 9 The facts in (11) and (12) are exactly as predicted, though, by Schourup s definition in (10), which has the further virtue of accounting at once for both what I ve have been calling the hedge like 4 and the so-called approximation like. In (11) the speaker asserts that he has about (approximately) six sisters, so it is odd for the listener to try to agree in (11a) that Yes, he has exactly six since she is actually disagreeing with the approximate (11). On the other hand, in (12), if like is a discourse particle as described by Schourup, the speaker asserts merely that he has six sisters, adding only a sort of warning to the listener of some possible minor nonequivalence between six and the correct number. Consequently, (12a) is a reasonable way to agree with (12), but (12c) sounds odd as a denial since the speaker in (c) is actually agreeing with the speaker of (12). Even when like isn t used with numbers, though, it seems to operate more as the pragmatic discourse-processing particle Schourup describes, not as a focus marker. Some speakers use like so many times in fairly short sentences such as (1) and (4), that it is hard (though perhaps not impossible) to imagine that all those items could be focused. More definitively, there are plenty of sentences in which like appears with a constituent that clearly does not bear the main focus. In (13) for example, HOT PINK MINI-SKIRT is the head of the focused NP (It is new and attracts the scope of even), while little buttons (not new and not attracting the scope of even) is marked with like, apparently because of the speaker s difficulty in describing the little buttons to her satisfaction. Similarly, in (14) FREE TRIPS TO NEW YORK is focused and attracts the scope of even, but favorite students is appropriately marked with like:

11 10 (13) Nate has terrible taste. He likes ugly clothes with small round objects sewn on them. Yesterday, he even said I should wear a HOT PINK MINI-SKIRT with, like, little buttons on it. (14) That teacher is so unfair. She plays favorites in a big way. She even gives her, like, favorite students FREE TRIPS TO NEW YORK. (observed) One has to conclude that if like seems to mark new or focused material, it is because that is the material that speakers are most likely to be insecure about describing accurately and therefore will be most likely to evoke Schourup s discourse particle. Certainly like s being a focus marker cannot explain its ability to interfere with the Definiteness Effect only in sluicing and existential there constructions or to change truth conditions (see Section 3 below), while an analysis based on Schourup s translation in (10), I shall argue (in Section 4), can Parallels with oh, um Like, then, does not mark focus. Instead, Schourup demonstrates, like tends to appear at points of lexical indecision like other discourse particles. Maclay and Osgood (1959) showed that fillers like um, oh, and well occur with greater frequency at junctures where possible lexical variation is the greatest, before like was even commonly used as a filler. Schourup demonstrates that like similarly occurs with the greatest frequency in positions of great lexical indecision such as a) preclausally but after prefatory material; b) before filled and unfilled pauses; and c) before restarts (p. 54) but that like is odd in positions in which a pause to consider how to continue

12 would be unmotivated. These positions include within idioms, negative polarity items, or multiword expressions and before lexically empty or easily formulatable material : 11 (15) *They were always keeping, like, tabs on me. (16) *I can t, like, stand him. (Compare: I can t, like, appreciate him.) (17) *Tony looked the number, like, up. (18) *She, like, is a dentist. (Compare: She, like, practices dentistry.) (19) * I wouldn t want, like, one. (Compare: I wouldn t want, like, a tattoo.) (20) *A woman, like, who was wearing a fur coat came in. (Compare: A woman, like, wearing a fur coat came in.) (21) (Schourup s (103)) Q: Were you born in Austria? A: *Like, no. Similarly, since the subject of a sentence is frequently an established topic in the discourse and therefore relatively easy to come up with a description for, like is unusual, but not impossible, as an introduction to the subject. Sentence-initial like is most often taken to have scope over the

13 12 entire sentence, but may be taken as applying to the subject if the speaker can reasonably be having difficulty introducing it. (22) below, for instance, seems to be ambiguous. Like can have either subject scope, in an answer to A., or sentential scope, in an answer to B.: (22) Like, a sort of mini-tornado knocked the tent over. A. What knocked the tent over? B. What else went wrong on your camping trip? Consistently, though, like, like other discourse particles (as well as modifiers like almost, nearly, virtually (Morzycki, 2001)), scopes directly to the right. It cannot, for instance, be attracted to focus like even. In (23) the like clearly applies to a teacher who as well as to really listens, while even in (24) applies only to the focused (really) LISTENS. (23) She s, like, a teacher who really LISTENS. (observed) (24) She s even a teacher who really LISTENS. Also like other discourse particles, like is transparent to belief contexts and quantifier scope. In (25a) below, the like expresses that there may be a minor nonequivalence between what is said and the speaker s meaning, not Lexi s or Miriam s. In (25b), though, the implicatures associated with even will most likely be attributed Miriam. This follows the pattern of um, which also has to be the speaker s hesitation. Similarly, (26) has all the same readings (with either subjects or objects taking wide scope) with or without the like s or um s, while in (27), even seems to block

14 13 the object NP from having wide scope : (25)a. Lexi thought t hat Miriam said um that Xuan,, plays the violin. like b. Lexi thought that Miriam said that Xuan even plays the violin, (26) Every doctor was working um on,, some patient. (AMBIGUOUS) like (27) Every doctor was even working on some patient.(wide SCOPE SUBJECT ONLY) 2.3. Who Uses Like and why? All this suggests strongly that like is a true discourse particle, pragmatically conditioned and interpreted. In most contexts it doesn t seem to interact with the syntax or semantics of the sentence, and its occurrence is best predicted, not by structural or even lexical factors, but by processing factors like lexical indecision, and perhaps, many teachers and journalists (Mehren 1999) - as well as many of my students - seem to believe, social and psychological factors. Indeed, Schourup s translation of like in (10), that it expresses a possible unspecified minor nonequivalence of what is said and what is meant, might be expected to predict that speakers who are insecure about the accuracy of their assertions would be most likely to use the expression, by way of apologizing in advance for any errors. It is hard to test this prediction, as the only large scale evidence about who is likely to use like is merely anecdotal: U.S. English speakers I ve asked and newspaper columnists (Johnson 1998; Lewis and Stanton 1996) certainly seem to believe that like use is most prevalent among very young women, and very young

15 14 women often seem not to be confident about their assertions. It s well documented that in general women make much greater use than men of devices that soften assertions or requests (R. Lakoff 1975; Tannen 1991), and programs aimed at eradicating the like treated here from female students speech take for granted that the use of like makes the students sound unconfident and unintelligent (Mehren 1999). My own small collection of data confirms that females use like much more than males, but suggests a slightly different interpretation of this fact: My data show that the use of like to mark lexical indecision correlates with taking little time to plan an utterance. While there s no way to know why some speakers may choose to speak before they have their utterances completely planned, it s certainly possible that speakers do this when they feel comfortable and informal, rather than just insecure. Redeker (1990), for instance, found that all speakers use more such discourse particles when they are speaking informally with friends than when speaking more formally with strangers. I studied tape-recorded interviews of 23 suburban Philadelphia honors high school students. Each subject was asked What is an individual?, a question that doesn t lend itself to easy answers. In order to maximize the chances of the students using like, the interviews were conducted in natural high school settings - hallways, classrooms, even the girls locker room - by my 15-year-old daughter, with students that she knew. Although this introduced some undesirable variables into the study - some students who were in groups heard the question minutes before they got to answer it - it turned out to be the best way to ensure that students would use like as freely as possible. As Broen and Siegel (1972), Shiffrin (1987) and Redeker (1990) found, people use far fewer discourse particles in unfamiliar, formal, or uncomfortable situations, including taped interviews, and Schiffrin (1987, p. 42) discusses the advantages of

16 15 holding interviews in groups. I conducted a few pilot one-on-one interviews in a controlled setting but abandoned this methodology when it yielded very little use of like. Figure 1. below shows the use of like in complete responses to the question What is an individual? by gender in the high school survey, and it confirms the observation that use of like is much more prevalent among the girls than among the boys. Figure 1. Percent of Subjects Using Like by Gender % 80.00% 60.00% 40.00% Female Male 20.00% 0.00% 0 likes 1-3 likes > 5 likes Figure 1. Percent of Subjects Using Like by Gender Although the young men may not use like as much as the young women, they do know the construction; two of them used it, and their judgments about sentences with like match those of their female classmates. We can learn more about who uses like and why by looking at individual cases. Let s begin with the two out of eight boys who did use like, Male 2 and Male 4:

17 16 (28) Male 2: There s, like, a lot of little groups that follow each other around. (29) Male 4: What is this [the interview] for? Female interviewer: Mastriano (name of teacher) Male 4: Oh, like, the midterm thing? Like, repeat the question? Female interviewer: What is an individual? Male 4: Oh, wait, I got it.. I m thinking...all right, I got it!...um, I think that an individual is someone that s completely Byrne s got to shut up I think that an individual is someone that s completely autonomous in themselves and has no relations to anyone else. I d say that we re all slaves to conformity within LM and even myself. It s sad, no one is an individual, the fact that we are all influenced by everyone else. (30) Male 7: Individualism is a lie. Everyone s basically the same. The belief that people are individuals, people just make up so they feel special about themselves...thank you. Male 2 s use of like (his only one, coming at the start of a fairly long response) seems pretty typical of any like-user, male or female. He is just starting a response that probably isn t fully planned yet and may not be sure that he is succeeding in saying exactly what he means. Similarly, Male 4, the only male to use like more than once, used it only in initial questions and requests aimed toward clarifying the (female) interviewer s position. Once Male 4 understood the

18 17 circumstances of the interview, he explicitly demanded time to think and finally gave a confident and like-less answer, which is fluent except when he has to demand silence for his performance from his friend Byrne. His ultimate answer is much like those of the other male respondents, represented by Male 7, who seemed to delay replying until they had an answer fully formed as almost a set piece; Male 7 s final thank you, for instance, was typical and would seem to indicate the end of some kind of performance. The young women patterned similarly, in that the greatest concentration of like s appeared toward the beginnings of answers when the girls couldn t have been sure yet what they were going to say. Some girls came close to explicitly glossing their like s with all the definitions offered in (5) - (9) as they planned aloud, as in Female 1 s response below to the question What is an individual? : (31) Female 1: someone that doesn t...i don t know. It s, like... I get it, um, that, like...an individual dresses in their own style. They don t care...i m trying to think aloud...an individual is one who ll do... [Others encourage her to complete her answer] I can t, I m thinking... An individual...i m trying to think of the words. I know what I m trying to say...who does what they want, who doesn t let other people influence them. Many of the like-users appeared more fluent, though. Female 14, for instance, who had by far the largest number of like s, is not a high school student now at all, but a recent graduate of the high school where the survey was conducted. During her response to the survey, partially reproduced

19 18 below, she was surrounded by younger girls on a sports team of which she is the beloved former captain and seemed to feel quite comfortable, that is, comfortable enough to start speaking without advance planning and to search openly for words during her response. She holds forth for her admiring audience for a good deal longer than I have transcribed here and with a great many more like s: (32) Female Interviewer: Do you think that, um, people who do hang with one little clique become less individual? (33) Female 14: Um, I think that in some cliques they do, where it s, like, you have to act in a certain way to hang with them, but I think in, like, sports it s different because it s just people who, like, all came together because of one common interest, but they re different in, like, all other ways, so, like, become in different ways. But people who became friends because, like, they all had the same clothes or something, like, they re not very individual. The girls who didn t use like as much gave signs, like the boys, of taking time to gather their thoughts, like Female 10 below, or seemed to be delivering a pre-composed response, like Female 12, who spoke after listening to two of her friends answer. (34) Female 10: Miriam, I have to gather my thoughts on this, and I wanna hear what other people said...an example of not being an individual was on Hallowe en

20 Number of Likes in Response 19 when all those girls dressed up as Hooters waitresses... (35) Female 12: I think that everyone is an individual because everyone is different, and you can be an individual as part of a group as long as being part of that group doesn t cause you to lose sight of your own personality and your own preferences and your own expression of yourself. There! That s pretty good. Indeed, if we plot the time the students took to start their responses after hearing the question against the number of like s in their response, we find that more planning time results in a reduction of like s in the high school students speech, as shown in Figure 2 below. Figure Time before Responding (seconds) Figure 2. The negative relationship between like s and the time before responding shown Figure 2

21 20 is statistically significant at the 10% level. Figure 2 includes data only from current high school students who were allowed to choose when they would respond. It does not include the college freshman who used more than three times as many like s as any of the high school students, although she displayed the expected very short time before responding (1.9 seconds). It also does not include the four students (two female and two male) who were forced to wait more than a minute while they listened to others responses, although their responses were, as predicted, likeless. These findings that high school students of both genders tend to use like more when they haven t taken enough time to plan their utterances carefully (either because of unavoidable difficulties in wording or just a feeling that it s OK to wing it among friends) are consistent with much larger and more rigorous studies of discourse particles in general, which show that discourse particles occur more frequently in informal speech. The girls in my study may have foregone the extra planning time that the boys took because they viewed the survey situation with a female interviewer as comfortable and informal. Happily, if girls use like more than boys, it may indicate as much a gift for intimacy and spontaneity as insecurity. 3. LIKE AND SEMANTICS Whatever social or psychological circumstances prompt the use of like, it is quite clear that those circumstances have to do with the real-time situation of producing and processing the utterances. The ability of like to appear in just about any position in the sentence that is characterized by some degree of lexical indecision, its failure to change the main assertion of a sentence ((11) - (12)), its transparency to belief contexts and scope ((25)-(27)), as well as its wide variation in frequency with gender and social situation all suggest strongly that like is

22 21 merely a discourse particle, to be dealt with quite separately from the core semantics of the sentence in which it occurs. Elements that affect only discourse issues like information packaging are typically assumed to be treated as merely superficial, even phonological, postinterpretation effects to be dealt with in a post-composition pragmatic component, or even on the PF branch of standard grammars. But like does interact crucially with the core semantics in two ways: Its effects will have somehow to be available to the mechanisms that supply interpretations for quantifiers and assign truth conditions. Like s first semantic effect is that it seems to have the ability to weaken strong determiners. That is, in sluicing and in existential there sentences, two constructions that, it has been claimed, require weak determinered or indefinite NP s (Chung et al 1995; Milsark 1974), like makes strong determiners acceptable for speakers who use the hedge like. Sluicing (36)a. *They spoke to every student, but we re still wondering (exactly) who. b. They spoke to, like, every student, but we re still wondering (exactly) who. (37)a. *The principal suspended the school bully; we ll have to wait to find out (exactly) who. b. The principal suspended, like, the school bully; we ll have to wait to find out (exactly) who. Existential There

The compositional semantics of same Mike Solomon Amherst College Abstract Barker (2007) proposes the first strictly compositional semantic analysis of internal same. I show that Barker s analysis fails

Dialog: VIP LESSON 049 - Future of Business A: We really embarrassed ourselves last night at that business function. B: What are you talking about? A: We didn't even have business cards to hand out. We

Advice for Recommenders: How to write an effective Letter of Recommendation for applicants to the Stanford MBA Program -- Edited Transcript of Interview updated 27 July 2011 What are some of your responsibilities

Three Attributes of Every Successful Merchant Services Program-20140604 1602-1 [Start of recorded material] [Starts Mid Sentence] thank everyone that s joined the call today. I know everybody is busy with

Sounds Like Like Peter Lasersohn University of Rochester Abstract: It is argued that the verb sound is ambiguous between one reading where it denotes a two-place relation between individuals and properties,

Frege s theory of sense Jeff Speaks August 25, 2011 1. Three arguments that there must be more to meaning than reference... 1 1.1. Frege s puzzle about identity sentences 1.2. Understanding and knowledge

Discourse Markers in English Writing Li FENG Abstract Many devices, such as reference, substitution, ellipsis, and discourse marker, contribute to a discourse s cohesion and coherence. This paper focuses

Quantificational DPs, Part 3: Covert Movement vs. Type Shifting 1 1. Introduction Thus far, we ve considered two competing analyses of sentences like those in (1). (1) Sentences Where a Quantificational

Advanced CB 21 A One level Assess descriptions and narrations of factual and technical materials. Discriminate for accurate information while taking notes of a complex discourse. Assess the essential message

1 Context, Complex Sentences, and Propositional Content Friederike Moltmann Department of Philosophy University of Stirling December 2003 Abstract In some recent developments of semantic theory, in particular

apter 1 1 Am I experiencing I didn t see myself as an abused woman. The only images I had came from television. I thought of abused women as weak, quiet and less educated women who were battered and bruised.

Examining domain widening and NPI any 1 Ana Arregui University of Ottawa 1. Introduction This squib examines domain widening (DW) as used in the analysis of NPI any. Since Kadmon and Landman s (1993) influential

Connectedness and the Emotional Bank Account Directions This is a self-guided activity that can be completed by parents, teens or both. It contains five parts and should take about 45 minutes to complete.

Hi I m Tony Radford from West Town Web Services. We area UK based great value, high quality software development and outsourcing solutions business. If you need software built or looked after please get

ESOL 94S- Ford Section 3.1 & 3.2: Input Analysis 3.1: Variation in Language The English language, a phrase heard very frequently, gives the impression that English is one uniform system of communication

Michael Lacewing Personal identity: Physical and psychological continuity theories A FIRST DISTINCTION In order to understand what is at issue in personal identity, it is important to distinguish between

Critical analysis Be more critical! More analysis needed! That s what my tutors say about my essays. I m not really sure what they mean. I thought I had written a really good assignment this time. I did

TEACHER S GUIDE: DIVERSITY LEARNING OBJECTIVES Students will understand that differences between people are positive. Students will learn that some people handle diversity in negative ways. Students will

Perspectives on Computer Intelligence Can computers think? In attempt to make sense of this question Alan Turing, John Searle and Daniel Dennett put fourth varying arguments in the discussion surrounding

John Locke Of Words overall thesis The meanings of words are mental entities, not concreta or abstracta. In Locke s terminology: words primarily signify ideas. Words in their primary or immediate Signification,

Chapter 11 The Forex Trading Coach Is Born The Forex Trading Coach company was officially launched in May 2009 and I decided to go ahead and establish the company and the website as a result of the tremendous

Lecture 4 Deep Structure and Transformations Thus far, we got the impression that the base component (phrase structure rules and lexicon) of the Standard Theory of syntax generates sentences and assigns

Invalidity in Predicate Logic So far we ve got a method for establishing that a predicate logic argument is valid: do a derivation. But we ve got no method for establishing invalidity. In propositional

Guide for: Test-takers & Teachers What is the TEA test? TEA is a test of your ability to communicate in English it is not a test of your operational knowledge. TEA is a test of plain English in an aviation

7 Summary, Discussion and Conclusions 7.1 Introduction In the past four decades, children s non-adult-like understanding of quantified sentences has been explained in syntactic, semantic or pragmatic terms

An Innocent Investigation D. Joyce, Clark University January 2006 The beginning. Have you ever wondered why every number is either even or odd? I don t mean to ask if you ever wondered whether every number

COMPARATIVES WITHOUT DEGREES: A NEW APPROACH FRIEDERIKE MOLTMANN IHPST, Paris fmoltmann@univ-paris1.fr It has become common to analyse comparatives by using degrees, so that John is happier than Mary would

TRAINING NEEDS ANALYSIS WHAT IS A NEEDS ANALYSIS? It is a systematic means of determining what training programs are needed. Specifically, when you conduct a needs analysis, you Gather facts about training

Profiles in Social Work Episode 23 James Felstiner Intro - Hi, I m Charmaine Williams, Associate Professor and Associate Dean, Academic, for the University of Toronto, Factor-Inwentash Faculty of Social

In Defense of Kantian Moral Theory University of California, Berkeley In this paper, I will argue that Kant provides us with a plausible account of morality. To show that, I will first offer a major criticism

Step Three B1.2 READING & TRAINING Robert Louis Stevenson The Strange Case of Dr Jekyll and Mr Hyde audio CD PART TWO The Search for Mr Hyde Mr Utterson was unhappy after his walk with Richard Enfield.

Profiles in Social Work Episode 29 Sheila Neuburger Intro - Hi, I m Charmaine Williams, Associate Professor and Associate Dean, Academic, for the University of Toronto, Factor-Inwentash Faculty of Social

15 Toughest Interview Questions and Answers! Reference: WomenCo. Lifestyle Digest, updates@m.womenco.com 1. Why do you want to work in this industry? I love to shop. Even as a kid, I spent hours flipping

The Essentials Series: Code-Signing Certificates What Are Certificates? sponsored by by Don Jones W hat Are Certificates?... 1 Digital Certificates and Asymmetric Encryption... 1 Certificates as a Form

T h e G i f t o f t h e M a g i p T h e G i f t o f t h e M a g i ONE DOLLAR AND EIGHTY-SEVEN CENTS. That was all. She had put it aside, one cent and then another and then another, in her careful buying

J. T. M. Miller, Department of Philosophy, University of Durham 1 Methodological Issues for Interdisciplinary Research Much of the apparent difficulty of interdisciplinary research stems from the nature

Club Accounts. 2011 Question 6. Anyone familiar with Farm Accounts or Service Firms (notes for both topics are back on the webpage you found this on), will have no trouble with Club Accounts. Essentially

Careers Audio Transcription Carolyn Roberts with Sally Harrison I m talking to Sally Harrison now. Sally graduated from this College, as it was then, in 1984 with a Degree in Geography and Geology, but

Tales of Hans Christian Andersen THE EMPEROR S NEW CLOTHES Adapted by Rob John A long time ago there was an Emperor who loved new clothes. He spent his whole life searching for new things to wear. He didn

Living without Sense and Use? Theses towards a Representationalist Account of Meaning These theses aim at a systematic account of meaning. Some of the (bold) theses made on language and mind, and the ontological

All About Pronouns and Antecedents ] When a young man complains that a young lady has no heart, it s pretty certain that she has his. George Dennison Prentice Introduction A pronoun is a word that takes

HOW TO USE SOURCES IN YOUR PAPER A Tutorial Using outside research sources I m lost!! Most writers who are asked to use outside research sources in their academic papers have problems at one time or another

A Short ourse in Logic xample 8 I) Recognizing Arguments III) valuating Arguments II) Analyzing Arguments valuating Arguments with More than one Line of Reasoning valuating If then Premises Independent

1 Tom and Daisy That spring, the sun shone every day. I was lonely at first in the East. But I felt that this was the real beginning of my life. I walked in the fresh air. I bought books. I worked hard.

ALEX Reports Emplyee Onboarding 1 Table of Contents Executive Summary 1 Introduction 2 Before the First Day 4 First Day 8 Benefits Orientation and Enrollment 12 The First 90 Days 15 Survey Demographics

CHAPTER 7 ARGUMENTS WITH DEFIITIONAL AND MISSING PREMISES What You ll Learn in this Chapter In Chapters -5, we developed a skill set that s sufficient for the recognition, analysis, evaluation and construction

Study from Interviews with Criminal Investigators from KRIPOS, the national Norwegian unit for fighting organised and other serious crime The role of intuitive feelings as a diagnostic tool in the criminal

Descriptive Names vs. Descriptive Anaphora By Scott Soames School of Philosophy USC To Appear in a Symposium on Alan Berger s Terms and Truth In PHILOSOPHY AND PHENOMENOLOGICAL RESEARCH Descriptive Names

Teacher s notes: Level 2 (Upper Intermediate Advanced) ESP MARKETING TEACHER S NOTES Worksheet A Pre-reading 1: Discussion Get students to discuss ideas as a class or in groups and then note their suggestions

CHAPTER 7 GENERAL PROOF SYSTEMS 1 Introduction Proof systems are built to prove statements. They can be thought as an inference machine with special statements, called provable statements, or sometimes

Malamud Fall 2007 Intro to Linguistics Lectures on pragmatics: acting with speech Pragmatics studies the aspects of meaning not accounted for by compositional semantics. J.L. Austin, How to do things with

1 Active Listening Learning Objectives By the end of this module, the learner will have An understanding of what is meant by active listening Gained insight into your natural listening strengths and areas

Student diaries: using technology to produce alternative forms of feedback NUZ QUADRI University of Hertfordshire PETER BULLEN University of Hertfordshire AMANDA JEFFERIES University of Hertfordshire 214

A MyPerformance Guide to Performance Conversations brought to you by the BC Public Service Agency contents Elements of a Conversation Preparing for the Conversation Clear on Intent/Topic for Discussion

Strong Student Model These writing models are also available in Assessment Masters. The Case for Graduated Licenses Statistics about teenage driving are illuminating: automobile accidents are the leading

Metropolitan University Prague International Relations and European Studies Bachelor Entrance Test 60 Minutes Reading Test: Part 1 Look at the export markets about four central European countries. Decide

Learning to Delegate Overview Tips for managers on how to delegate Why is delegation necessary? Why do many managers have a hard time delegating? What to delegate What not to delegate How to delegate Give

Chapter Four: How to Collaborate and Write With Others Why Collaborate on Writing? Considering (and Balancing) the Two Extremes of Collaboration Peer Review as Collaboration * A sample recipe for how peer

PLEASE NOTE THE ANDREW MARR SHOW MUST BE CREDITED IF ANY PART OF THIS TRANSCRIPT IS USED THE ANDREW MARR SHOW INTERVIEW: LORD COE CHAIR, LONDON OLYMPIC ORGANISING COMMITTEE MAY 13 th 2012 Well the only

Monitoring the team s performance Why does your team need to be monitored? How can performance be monitored? You should ensure that you monitor only what is really important. In the two BS2 sessions Making

INTERVIEW TIPS If you've been invited to interview, it means you've passed the first part of the screening process. Congratulations! Your CV must have demonstrated that you have relevant experience for

Todd: [0:00:18] Hey everybody, welcome to another edition of The Prosperity Podcast, this is No BS Money Guy Todd Strobel. Once again, we have my cohost, bestselling financial author Kim Butler with us,

TEACHING VOCABULARY Vocabulary in the curriculum By Penny Ur Presented in the English Teachers Conference Southern Region, Winter, 2014 1. Reasons and goals Various reasons 1. There is increasing awareness

FRIEDERIKE MOLTMANN PRESUPPOSITIONS AND QUANTIFIER DOMAINS ABSTRACT. In this paper, I will argue for a new account of presuppositions which is based on double indexing as well as minimal representational

Hi. And welcome to Cigna s podcast about a white paper we published recently. You can read along with Maximizing the Value of Consumer Driven Health Plans, or you can just sit back and we ll take you through

Julia Hirschberg AT&T Bell Laboratories Murray Hill, New Jersey 07974 Comparing the questions -proposed for this discourse panel with those identified for the TINLAP-2 panel eight years ago, it becomes